Do learning approaches of medical students affect their satisfaction with problem-based learning?

Gürpınar, Erol; Kulaç, Esin; Tetik, Cihat; Akdoğan, Ilgaz; Mamakli, Sümer

doi:10.1152/advan.00119.2012

Cited by 47 publications

(52 citation statements)

References 13 publications

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“…According to Groves (2005), students develop a deep approach to learning to learn and improve individuals learn their self-efficacy during problem-based learning (PBL). This finding is similar to previous studies that reported that students tend to adopt a deep approach to learning rather than surface approach to learning (Groves, 2005;Dolmans, Wolfhagen, & Ginns, 2010;Gurpinar et al, 2013). Students with higher scores in deep approach to learning have higher internal motivation and intention to use deep approach to learning (Sabzevari, Abbaszade & Borhani 2013).…”

Section: Tabel 4 Frequency Distribution Of Respondents Based On Theirsupporting

confidence: 90%

Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning

Purwanto¹,

Pratiwi²

2017

Proceedings of the Health Science International Conference (HSIC 2017)

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Background: Problem-based learning is learning where the results of the work process to understand and solve a problem. Study on approach to learning student / students' approaches to learning (SAL) and problem-based learning (PBL) has been observed internationally. However, there is no published research on the differences students' approaches to learning curriculum anatar PBL and non-PBL in Indonesia. Therefore, it is important to know the nursing students 'approach to learning / students' approaches to learning (SAL) within the context of problem based learning (PBL) and Non-Problembased learning (Non-PBL). Objective: The purpose of this research is 1). To describe the sociodemographic characteristics (sex, age, and origin) of nursing students; 2). To identify approach to learning of nursing students in PBL and non-PBL curriculum; 3). To compare the approach to student learning (students' approaches to learning) between PBL and non-PBL

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Section: Tabel 4 Frequency Distribution Of Respondents Based On Theirsupporting

confidence: 90%

Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning

Purwanto¹,

Pratiwi²

2017

Proceedings of the Health Science International Conference (HSIC 2017)

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“…9 By way of example of evaluating teaching and assessment changes, Bevan et al 10 demonstrated that traditional lectures/examinations encouraged surface learning, whilst student-centered workshops/multiple examinations throughout a biochemistry subject encouraged deep learning. With regard to the health professions, there are numerous examples 3,[11][12][13][14][15][16] where the SPQ and it's more recent incarnation, the revised 2 factor version of the SPQ (R-SPQ-2F), 9 have been used. Interested readers are encouraged to explore the summary of learning approaches in Data were entered into Microsoft Excel.…”

Section: Introductionmentioning

confidence: 99%

Confirmatory factor analysis of the Study Process Questionnaire in an Australian osteopathy student population

Vaughan

2016

International Journal of Osteopathic Medicine

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This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT 2 ABSTRACTEvaluation of student learning strategies can be a useful way of measuring the impact of educational interventions, and provide information to educators about how best to engage students during their teaching. The Study Process Questionnaire has been widely used to evaluate student learning strategies. Students in the 2014 and 2015 year 1 cohorts of the osteopathy program at Victoria University completed the revised Study Process Questionnaire (R-SPQ-2F) as part of a larger study investigating the assessment and evaluation practices in the program. Confirmatory factor analysis was used to determine the fit of the data to the 2 factor structure of the R-SPQ-2F. Satisfactory fit was achieved through the removal of one item and the internal consistency was acceptable. This study proposes a version of the R-SPQ-2F that could be used in an Australian osteopathy student population.

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“…Higher medical colleges and universities should shoulder the important responsibility of medical staff to continue education. We think, should be in the developing of higher medical education at the same time, increase the medical workers, professional training and continuing education, unceasingly promote the medical workers with the domestic and international cooperation, exchange and competition among, the continuing education, academic exchange and cooperation has become a common, often way of learning [12].…”

Section: Modernization and International Standardizationmentioning

confidence: 99%

Changes in the Learning Style and Content of Healthcare Providers in China

Wang¹,

Wang²

2017

dtssehs

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Abstract. According to the current situation and social needs of the rapid development of science and technology, this article suggests that healthcare workers continue to pay attention to humanistic education and to use the network, multimedia and other modern teaching. More creative and joint courses are required to train medical workers master to update knowledge and clinical skills, to cultivate active innovation and logical thinking ability and advocating personalized learning styles and habits.

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Do learning approaches of medical students affect their satisfaction with problem-based learning?

Cited by 47 publications

References 13 publications

Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning

Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning

Confirmatory factor analysis of the Study Process Questionnaire in an Australian osteopathy student population

Changes in the Learning Style and Content of Healthcare Providers in China

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